Department of Mathematics


Emerging researcher knowledge in mathematics education


Menger Sponge, Department of Mathematics
Menger Sponge

The mathematics education research community is diverse. Some enter the field as PhD card-carrying mathematicians.

Others come with extensive school teaching experience. Still others may approach questions in our field as anthropologists, psychologists, learning scientists, critical theorists, cognitive scientists, or linguists.

Given this diversity, how can we best support emerging researchers in mathematics education? We draw on our own research experience, as well as our interactions with research students and colleagues to explore the following questions:

  1. How does a mathematics background help one’s development as an academic writer?
  2. How do teachers reconcile tensions between wanting to help and wanting to collect data when conducting research?
  3. What does researcher knowledge look like in our discipline?

 

 

Recent publications

Kontorovich, I. (2016). Theoretical framework of researcher knowledge development in mathematics education. International Journal of Education in Mathematics, Science and Technology, 4(2), 101–111.

Kontorovich, I., & Rouleau, A. (2016). To teach or not to teach? Teacher-researchers cope with misconceptions in interview settings. Canadian Journal of Science, Mathematics and Technology Education. Published online.

Yoon, C. (2017). The writing mathematician. For the Learning of Mathematics, 37(2), 30-34.